For AQA 8145 conflict and tension, 1919-39 Two lesson sequence exploring the events and impact of the Abyssinian Crisis on the League of Nations. Lesson 1 introduces the crisis with a video, and has a 'symbol' poster task included to consolidate the key facts. Lesson 2 focuses on the impact of the crisis, linking Manchuria and Abyssinia together then analysing the impact Abyssinia had on the failure of the League

For AQA 8145 Conflict and tension, 1919-39 Three lesson sequence focusing on the events and impact of the Manchurian Crisis Lesson 1 introduces the crisis with a video, note sheet and hand out. Lesson 2 is a role play news report on the crisis with roles including - The league, China, Japan and a reporter Lesson 3 analyses the impact of the crisis on the league building towards a 'write an account' question with planning sheet and hints

For AQA 8145 conflict and tension 1919-39 One lesson analysing the successes the league had. Recap starter on issues the league faced, decision making task - can do individually/paired or grouped. There are 10 situations and each needs a solution using the league sanctions. This can be fedback and compared to what the league did - opportunity for analysing the successes and failures of this, building towards a "write an account" style question on how the league dealt with crises 1920-35.

For AQA 8145 - conflict and tension 1919-39 Two lessons exploring the League of Nations focusing on - membership, structure, strengths and weaknesses and how it was viewed. Lesson 1 focuses on introducing students to the league using video and written sources. Lesson 2 focuses on how the League was interpretated by Britain, the USA and Germany and a card sort assesses the strengths and weakenesses of the League. This builds towards a 4 mark source question for the new spec - source d opposes the League. How do you know?

For AQA 8145 conflict and tension 1919-39 Lesson centered around utility skills and a 12 mark "how useful" question. Source starter regarding a teacher to introduce skills, collaborative planning on a structured frame to plan the question and useful tips sheet for each student. This then can lead to pupils attempting the question in class/at home

For AQA 8145 conflict and tension 1919-39 Two lessons exploring firstly how the Germans reacted to the Treaty of Versailles, then a focus on interpretations of the Treaty to embed utility skills. Builds to a judgement line/debate on how fair the treaty was to Germany. The interpretations are included in the PowerPoint.

For Conflict and tension - 1919-39 new AQA GCSE spec A 3 lesson sequence exploring firstly: The terms of the Treaty - video included, opportunity to ask pupils to construct their own treaty and compare it to the actual treaty. The second lesson explores the peacemakers reaction to the treaty and who was satisfied by each term, source analysis plenary The final lesson is an essay-planning lesson for the 16 mark essay - "Georges Clemenceau was the most satisfied with the treaty". Do you agree? Opportunity for group work and collaboration. A mark scheme and model answer are also attached.

For new Germany unit - 1890-1945 Source starter, video introducing the night of the long knives, source analysis assessing causes and consequences of the night of the long knives, describe 4 mark question built in and overall judgement building on the learning sequence of the most significant reason Hitler was able to establish a dictatorship. Summary assessment question (8 mark explain question) at the end - mark scheme attached.

For new Germany unit - 1890-1945 Starter video recapping Reichstage fire and assessment of Hitler's position after this, information hunt activity concerning the different factors enabling Hitler to eliminate outside opposition (e.g. Enabling Act...), judgement activity on most significant factor and judgement line plenary.

For new Germany unit - 1890-1945 Linking picture starter, group assessment of extent of Hitler's power by Jan 1933, video exploring the role of the reichstag fire, group analysis of 5 interpretations of fire, building towards a which is the most convincing interpretation question

For new Germany unit - 1890-1945 Full lesson exploring why Hitler was able to become Chancellor - match up definitions starter, video clip (attached) and question sheet, table on significance of factors, explanation of most significant factor assessment at the end.

For new Germany unit - 1890-1945 Two lesson sequence on the various factors causing the Nazis to gain support - depression, fear of Communism, dissatisfaction with Weimar, appeal of Hitler and propaganda. Image linking starter, video focusing on rise of the Nazis, carousel activity information hunt, essay assessment at the end.

For new Germany unit - 1890-1945 Picture starter focusing on how the depression linked to an increase in extremism, video on the impact of the depression, source sheet and explanation tasks with continuum plenary

Analysis of the key factors why the police failed to catch Jack - carousel type activity. Link to 8 mark "how useful question" - AQA 8145, mark scheme and question sample

Group task analysis of key victims, one victim per group using primary police reports and recollections, videos to introduce the victims used as a starter.

Source introduction to the East End of London, analysis of conditions in groups using primary recollections, summary "describe two reasons..." question linked to AQA 8145 criteria

Analysis of the character of Haig using sources, group task encouraging focus on content and provenance of sources. Builds towards assessment of Haig linked to a 16 mark essay (AQA).

AQA 8145 - Evaluation of developments in treatments and drugs in the C20th with focus on body, surgery and treatment. Colour coded timeline shows themes over time and allows categorisation, diamond 6 judgement activity on most significant

AQA 8145 - Analysis of the NHS with focus on benefits and negatives. Introductory video and details on Beveridge Report, table analysing the successes and failures and analysis of impact in relation to previous liberal reforms.

AQA 8145 - Exploration of various themes involved in discovery and use of penicillin, group based essay planning task around "Has WW2 been the most important factor in the discovery and use of penicillin?"